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Here in the state of Maine, where I live and work, our governor is calling for a $50 million statewide initiative that would put a laptop in the hands of every one of the state's 17,000 seventh-grade public school students. If the plan is implemented, every student above sixth grade will tote a laptop by 2007. "Everyone's going to do this eventually," contends Governor King.

The Maine blueprint for notebook toting students includes the creation of an appropriation of $50 million in a permanent endowment fund, to be matched by $15 million from federal and private sources.

The plan also calls for indefinitely leveraging investments. "It will be an all-time commitment so that technology will never become obsolete," echoes the state's Department of Education special projects director.

Right now, Maine and some other states, seem to have budget surpluses, so these kinds of plans and claims are appealing. Maine's special-projects director estimates the laptops can be purchased for under $500 each, including word processing, spreadsheet, and e-mail software, as well as Internet browsers.

The scheme also calls for free Internet access through a school's library network, with connections for students even if they're at home. Going one step further, Governor King calls for computer training for teachers, and for ultimately equipping all of Maine's teachers with notebooks. The state plans to pay for half the cost of these machines. A fund of $1 million annually is proposed to "integrate the technology in the school curriculum."

All of this sounds almost too good to be true, but I have some reservations based on personal experience. Using a computer is a great thing—but not necessarily essential in the classroom. Before you accuse me of being a Luddite, let me explain.

I've watched students try to take notes in my electronics class (I part-time mentor high school students). Some students bring slick high-speed laptops to class. Others carry cute little electronic note pads. But, regardless of how sleek and fast these machines are, I've yet to see a student deft enough to take good notes with one.

As far as I can see, it's just too difficult to type, draw diagrams, and make annotations—replete with circles and arrows—using a notebook or e-notepad. Focusing on a notebook detracts from focusing on our discussion. As such, I insist on old-fashioned pen and paper note taking. My motto is: "Vi Minore Plus Gaudium," or "Less Power, More Fun."

I do urge these budding technologists to use their notebooks for other purposes, and give out disks with shareware SPICE simulators and other goodies from time to time. (That's been somewhat successful in encouraging them to use their computers to dig deeper into engineering and electronics).

My approach seems to work; the students know that I'm not against the use of computers. They understand I am opposed only to their use during the precious few minutes we spend together each week in a classroom.

But, there are other issues. Even if every student had a notebook, I'm not so sure my town could afford to supply a browser-equipped notebook, complete with all the application software, for that $500 magic figure that my governor bandies about. Yes, the price of the so-called "value" laptop has come way down, but what can you get for $500? Most value notebook designers target $1,000 as a more realistic retail price point.

Bill Wulf, president of the National Academy of Engineering contends that a client-server approach would be more cost-effective. He argues for thin-client platforms costing only $100 or so each, with the real computing horsepower residing on a school's network.

In an article that appeared in the February 26th issue of EE Times, Wulf tells why he feels it's no longer cost-effective for schools to buy PCs in an era when the Internet and networking make it more efficient to use less expensive hardware.

His ideas make sense to me. The thin-client approach seems to pose fewer risks and promises lower cost-of-ownership. Wulf's argument is compelling when you think about how quickly a notebook computer becomes obsolete for mainstream applications. (My office is clogged with outdated x86 and Pentium-I notebooks, although they're fine platforms for some dedicated engineering apps).

The EE Times article cites tests of client-server architectures in California schools, and includes details of a report to the National Research Council. That report emphasizes that centralized networks can enable more efficient management, noting "the majority of trouble calls can be resolved using a remote-monitoring system, reducing the need for maintenance technicians."

What are your thoughts about school computers? My own feeling is that a lot of computer usage in schools really amounts to nothing more than familiarization with Mr. Gates' products. That doesn't contribute much to a student's understanding of any underlying technology—but that's an issue for another discussion.

Do you think we can supply notebooks to students for just $500? At that price point, can notebooks be constructed to be rugged enough to withstand the abuse dished out by hyperactive seventh graders? Can present battery technology keep these machines running over a typical school day? Do local area wireless networks offer sufficient bandwidth to support the low cost client-server model that Bill Wulf proposes? Can we craft client-server systems that prove easier to keep up-and-running than present desktop PCs?

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